TABLE 3.

Examples of backward design applied to the three roles of a research mentor, in a scenario where the trainee is an undergraduate or community college intern.

	Conceptual Knowledge (Educating)a	Technical Skills (Educating)	Performance (Supervising)	Professional Skills and Attitudes (Advising)
Goals and Expectations: What final goal would you like your trainee to reach? Start the sentence with “Be able to…”	Be able to interpret results from an IP and WB of the insulin receptor.	Be able to independently run a WB from a given protein sample and antibody, with a given protocol.	Be able to produce IP and WB results that are at the quality standard required for publication.	Be able to describe how the experience they have acquired in the internship can help them attain their career goals
Evaluation: (measure of success) How will you and the trainee know they have attained this goal?	When asked to analyze the results of a WB after IP, the intern can describe how the results relate to changes in the insulin receptor signaling pathway.	When given a protocol, protein sample, and antibody, the intern can perform the experiment independently. If given a new protocol, protein, and/or antibody, the intern will take the initiative to review the protocol with the mentor first and ask questions as needed.	When asked to perform a technique for which the intern has been trained, the intern can produce results that are of the following quality (provide an example of the type of result expected here; provide an example of a result that is of poor quality).	When asked how this research experience makes them a good candidate for a position in an interview, the candidate can describe the skills they have learned, the quality of their work and results, and how they contributed to the advancement of the lab’s goals.
Assessing Baseline Level: How will you directly assess the trainee’s level of competency before they start?	Ask the intern to describe the insulin receptor signaling pathway, the principles of IP and WB. Ask the intern to interpret IP and WB results.	Ask the intern to explain the principles of the WB and describe the main steps of the experiment. If they have performed the technique before in class or in a lab setting, ask them to describe its goals, the steps of the experiments, and the protein and antibody samples they used. If possible, have them perform a short experiment during the interview as a job simulation.	Show examples of appropriate-quality vs. poor-quality results and ask the intern if he or she can distinguish between them, to list potential reasons for getting poor-quality results, and how this will impact their project.	Ask the intern to describe their career goals, their ideal position after this experience, the expectations of candidates for this type of position, and how their prior and current experiences can help them attain this type of position.
Teaching Strategy and Support: What will the mentor do to help the trainee reach the goals and expectations from their baseline level?	Tailor teaching to the intern’s current knowledge and preferred learning medium and current level: Provide slides from a cell signaling seminar or lecture. Provide a section of a review paper relating to the insulin receptor signaling pathway. Assign iBiology or Khan Academy videos on the insulin signaling pathway. Assign educational materials on IP and WB. Talk through the analysis of IP and WB results with the intern, then ask them to analyze new results with feedback. Set up a meeting in 2 weeks to have the intern describe or diagram the principles of IP and WB back to the mentor.	Tailor training to the intern’s current skills level: Review or teach the principles of WB. Read through the protocol with the intern, explaining each step. Demo the experiment slowly while the intern takes notes and asks questions, allow the intern to review the protocol on their own, and schedule a meeting to discuss new questions. Perform a new demo in front of the intern, at a normal pace. Let the intern ask questions again. Let the intern practice the technique in front of the mentor twice with thorough, constructive feedback. Let the intern do it without the mentor while the mentor is accessible for support.	The mentor and intern will regularly meet and discuss the results obtained by the intern and describe the difference between quality vs. poor results. The mentor will go over possible reasons for getting poor results and the impact on the project when results are poor.	Tailor mentoring to the intern’s baseline level: Help the intern meet current staff members who have a similar educational background and/or similar career goals. Provide information to the intern on how to conduct an informational interview to gain better understanding of expectations of their target positions. Help the intern develop an understanding of how their experience will help them attain this position. Have the intern practice explaining how their experience serves this position.

^aIP, immunoprecipitation assay; WB, Western blot assay.